教师自主支持与小学生的科学学习无畏：学习兴趣和创造力效能感的中介作用

doi:10.16187/j.cnki.issn1001-4918.2024.03.08

摘要/Abstract

摘要： 学习无畏(intellectual risk-taking)是指学生在学习中勇于尝试、不怕失败,这种品质对学生的科学学习和创造力发展非常重要。本研究基于自我决定理论和自我效能理论,采用自我报告式调查问卷,对南方某省方便取样的四所学校的757名四、五、六年级小学生进行调查,探究教师自主支持与学生科学学习无畏的关系,以及科学学习兴趣和创造力自我效能感的中介作用。结果表明:(1)教师自主支持行为对学生的学习无畏具有显著的正向预测作用。学生感受到的教师自主支持越多,越可能在科学学习中勇于尝试、不怕失败;(2)在教师自主支持与学生科学学习无畏之间的关系中,学生的科学学习兴趣和创造力效能感起完全中介作用。即教师自主支持行为可能通过提高学生对科学学习的兴趣和创造力自我效能感,间接提高学生的学习无畏水平。

关键词: 教师自主支持, 学习无畏, 科学学习兴趣, 创造力效能感, 自我决定理论, 自我效能感理论, 小学生

Abstract: Intellectual risk-taking (IRT), which refers to students engaging in adaptive learning behaviors (e.g., sharing tentative ideas, asking questions, attempting to do and learn new things) regardless of failures or making mistakes, played an important role in Students’ science learning and creativity development. Based on self-determination theory and self-efficacy theory, this study aimed to provide a mediation model which examined how students’ perceptions of teacher autonomy support relate to their intellectual risk-taking engagement through the mediation of science learning interest and creative self-efficacy. A self-report questionnaire was completed by 757 primary school students from South China. The structural equation modeling revealed that: (1) Perceptions of teacher autonomy support would positively link to students’ intellectual risk-taking. The more teacher autonomy supports students perceived, the more intellectual risks they would take; (2) The positive association between perceptions of teacher autonomy support and students’ intellectual risk-taking was fully mediated by science learning interest and creative self-efficacy. That means, perceptions of teacher autonomy support did not relate to students’ IRT directly, it contributed to students’ intellectual risk-taking through the full mediation roles of science learning interest and creative self-efficacy. Possible explanations and implications are discussed.

Key words: teacher autonomy support, intellectual risk-taking, science learning interest, creative self-efficacy, self-determination theory, self-efficacy theory, primary school students

中图分类号:

G442

谭利华, 冯士季. 教师自主支持与小学生的科学学习无畏：学习兴趣和创造力效能感的中介作用[J]. 心理发展与教育, 2024, 40(3): 375-383.

TAN Lihua, FENG Shiji. Relationships between Perceptions of Teacher Autonomy Support and Pupil’s Intellectual Risk-taking: The Mediation Roles of Science Learning Interest and Creative Self-efficacy[J]. Psychological Development and Education, 2024, 40(3): 375-383.

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